The purpose of this paper is to pinpoint the barriers to the learning and teaching of Mathematics in FET schools. These barriers are brought about by factors which occur in GET (General Education and Training) school’s curriculum, which in turn influence Mathematics taught in FET schools. The paper will attempt to bring solutions to the problems identified. This will help to realise the dream of having more learners equipped in Mathematics.( President ThaboMbeki-2000).As the best way of answering the call to, that let the doors of learning Mathematics be opened to all learners in FET schools.
The playing field needs to be leveled in all bands, before one could say let all learners take Mathematics as a compulsory subject. The statistics is dwindling for learners taking Mathematics in FET. The number of candidates in South Africa who participate and successfully pass Mathematics is very low Maharaj (2003:205) .The concern is how do we curb this dropping numbers in Mathematics and at the same time making sure that the majority of learners take either Mathematics or Mathematical Literacy as compulsory subjects. It is hoped and believed that the introduction of the National Curriculum Statement (NCS) in FET will help to retain more learners either in Mathematics or Mathematical Literacy. The statement that all learners must take either Mathematics or Mathematical Literacy must be supported by making sure that the barriers to learning and teaching Mathematics are fully attended to; otherwise the introduction of NCS in FET will be a disaster in all South African schools.